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Transcript of Copy of GT Referal Process

Gifted and TalentedReferral Process Characteristics of Giftedness How to Refer a Student During this meeting team looks at test scores, grades,GT forms, characteristics of Giftedness Teacher talks to MTSS Team about student Counselor completes GT-1, hands out GT-2 to Teacher, GT-3 to parent, collects forms and brings to MTSS team Teacher Paperwork reviewed at GT office, and student referred to test The TestingProcedure Notification Parents Counselors & Principal Teachers Gifted & Talented Elementary Middle High School Behind the scene counseling Internships On Site"Pull Out" School Within a School Site Based: GT Specialists GT Magnet Program Options PineMendiveSwopeClayton Caughlin RanchRoy GommHunsburgerWhitehead I think differentlyI have different needsI need to be taught differently I'm sensitiveI'm not perfectI need to be cared about too Common Gifted Education Myths

* Gifted students don't need help; they'll do fine on their own

* That student can't be gifted; he's receiving poor grades

* Teachers challenge all the students, so gifted kids will be fine in the regular classroom

* Gifted students are happy, popular, and well-adjusted in school

* Gifted students make everyone else in the class smarter by providing a role model or a challenge

* This child can't be gifted; he has a disability

* All children are gifted

* Our district has a gifted and talented program; we have AP courses

* Acceleration placement options are socially harmful for gifted students

•Successful history in previous school settings in the United States in which instruction was conducted in the student’s heritage (otherwise referred to as “native,” “home,” “dominant,” or “preferred”) language

•Advanced developmental history based on information provided through parent interview

•Rapidity of learning

•Ability to solve problems that are not dependent on English (e.g., putting complex pieces together to make a whole, matching or sorting according to complex attributes, doing mathematical calculations, acquiring non-verbal social cues in the heritage and other cultures to guide behaviors)

•High academic performance in tasks using heritage language

•shows high ability in mathematics

•code switches easily (think in both languages)

•demonstrations an advanced awareness of American expressions

•translates at an advanced level (oral)

•navigates appropriate behaviors successfully within both cultures. acquires a second language rapidly WHAT IS UNDERACHIEVEMENT? Underachievers are often disorganized, dawdle, forget homework, lose assignments, and misplace books. They daydream, don’t listen, look out the window, or talk too much to other children. They have poor study skills, or none at all. They have innumerable excuses and defenses. School is boring when they are young, irrelevant when they are older. The boredom or irrelevance is constant and tends to be unrelated to the actual assignments. They blame their poor grades, which they say don’t matter, on “terrible teachers”. They think that drama, sports, music, or having a good social life is more important than school work. The BIG takeaway is that this should never be a deterrent from referring a student. They may be underachieving in the classroom but are performing well on assessments such as the CRTs and/or MAP tests. This should be a red flag to you and these students should be discussed as a team. Parent Anyone on MTSS Team MTSS team agrees or disagrees with referral of student to the GT program

All GT forms are still sent together to GT office where the final determination for testing will take place. Keep in mind that the purpose of referring is that the MTSS team determines that the student requires additional levels of support outside Tier 1 regular education. We use a variety of assessments including:WASI-IINaglieri Nonverbal Ability Test This is a computerized universal screening tool that is given at a particular grade level to all students. At the GT administrative offices an admin review takes place where each test is individually scored and students are discussed and a final determination is made on a case by case basis. We use the results from the cognitive test in conjunction with an eligibility matrix to determine the gifted services for each individual student. Only the parents receive a breakdown of the actualtest results. Pilot "Push in" model13 schools Offer extended to those students in the 99 percentile Not just for the highly gifted, but all gifted students